Doctor of Philosophy in Education

Educational practice is based on theories and philosophies of learning and cognition. This course will focus on theories and philosophies of learning and cognition along with ways in which these theories are studied and applied in educational practice.
NOTE: This course must be taken at the University of Arizona Global Campus and may not be transferred from another institution.

This course examines the history and philosophy of education, as well as a systematic analysis of the effect of social change on education and vice versa. Learners will also develop skills and strategies in scholarly research and establish professional goals.

In this course students will learn foundation skills for searching the academic literature and constructing a sound argument. Students will develop a detailed topic outline and an annotated bibliography of resources in an area of interest. This course will give students the opportunity to develop the research skills to succeed in their coursework and complete either an Applied Doctoral Project or Dissertation.

In this seminar class, students will examine cultural, institutional and social issues impacting education today and how they shape educational processes and outcomes. Students will be introduced to extensive academic and professional resources as you explore topics of interest around policy, technology, culture, leadership, teaching and learning. Application of techniques for conducting evidence based research will help students formulate and support positions around issues and topics. Students will also conduct an in-depth review of an educational topic of choice to present and discuss with peers. This course gives students an opportunity to delve deeply into topics relevant to them and to inform and educate peers around these topics.

This course explores several contemporary leadership theories applicable to the education context. Using case studies and a selected problem of practice, students will propose solutions to real-world dilemmas impacting education today. An emphasis in diversity and inclusive leadership practices will encourage students to model decision-making skills that address the unique demands of today’s leaders. Students will also examine principles for leading change that will advance an agenda of equitable and sustainable outcomes for the entire learning community.

This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.

This course examines the challenges in various educational contexts and explores strategies and interventions. Learners will also develop skills and strategies in scholarly research to enhance educational practices and develop a focus on their role as a leader and agent of change.

In this course, students will analyze diversity, equity, and inclusion (DEI) in various educational and leadership contexts while reassessing their own perspective and experiences. There will be a focus on developing innovative strategies to address DEI needs. Students will also explore their own dissertation topic of interest through a DEI lens and continue to refine their research skills while exploring strategies to navigate the doctoral journey.

This course involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.

This course explores literature and recent debate related to culture and linguistic diversity, learning, and instruction both within the United States and globally. Emphasis will be placed on an exploration of the history of and recent debates related to social, cultural and linguistic diversity, learning, and instruction in the service of leveraging resources and systems to support student learning in diverse populations.

This course will provide students with an opportunity to study curriculum assessment, design and evaluation principles, processes, approaches and models. The focus will be on the resulting impact on curriculum, assessment, design and evaluation modifications at the classroom, school, system, state, and national levels. The influence of societal trends will be examined as will recent major higher educational reform efforts and potential future trends.

This course will equip learners to recognize and integrate appropriate learning theory into instructional design, and to make effective use of instructional interventions, technology and media. Participants will evaluate current theories and models, policies and initiatives, along with original scholarship, to examine the historical and philosophical foundations of these theories and their influence on the use of technology and media.

This course will provide students with an opportunity to study the politics of education as well as educational policy making, processes, approaches and models. The focus will be on the making of educational policies, the politics involved relating to non-profit and for-profit educational institutions, emerging educational technologies, and governance in higher education institutions. The influence of societal trends will be examined as will recent major higher education reform efforts and potential future trends at the local, state, regional, and national level. Topics of study include educational policy making, globalism and the politics of education, the politics of learning, the politics of inclusion and exclusion, and the politics of educational reforms.

This course explores the contradictory roles of educators and educational institutions in both preserving the past and preparing students for the future. The impacts of recent innovations and advancements in technologies have not been fully realized and will be the foundation of exploration in this course. The role of change agents, early adopters, and the diffusion process on the acceptance of innovation will be investigated.

This course will build on the work students began in Scholarly Argument I and the research skills honed throughout the curriculum. Organization of content and formulating a well-researched scholarly argument are key learning outcomes. Students will produce a first draft of a literature review in their content areas and review potential research methodologies for completing either an Applied Doctoral Project or Dissertation.

Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

This seminar provides students the opportunity to apply what they have learned in their curriculum to highly realistic case studies related to their fields of specialization for the doctorate. Through discussions among students and the instructor, students will review, analyze and evaluate case studies emphasizing the practice of the content in their curriculum. The course will involve the analysis and evaluation of one or more case studies. Students will contemplate complex questions posed by their instructor, reply to those questions, respond to other students’ analyses and evaluations, and receive faculty feedback. Each student will submit a final assignment on each case, involving his or her critical thinking on the core issues presented in the case and the presentation and defense of an approach to addressing those core issues. (This course may not be transferred in.)

In this course, students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.

In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and Dissertation Planning II

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8971 Dissertation I

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8972 Dissertation II

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8973 Dissertation III

Students writing a dissertation must complete a minimum of 5 credits by registering for five terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook. *Students satisfactorily progressing through the dissertation experience, but not meeting the required milestones in the designated timeframe, will be required to reenroll in the corresponding dissertation experience. Students needing more than two reenrollments in any of the dissertation courses will need to appeal to re-enroll to remain in the program and complete the designated milestone(s). Prerequisites: completion of all required coursework and RES 8974 Dissertation IV